Purpose This study presents the evaluation of two computer-based literacy interventions conducted in Trinidad and Tobago in 2021 and 2022. Design/methodology/approach The first evaluation used a pre–post evaluation design. The second evaluation supported 201 students between September 2022 and March 2023 and used a phased-in randomized control trial. Findings The first evaluation found an increase in reading and spelling of 0.30–0.40 SD, equivalent to six to nine months of progress. The second evaluation found smaller gains of 0.12 SD, equivalent to two-three months on the outcome measure. Originality/value The findings from these two studies add to the limited body of evidence on computer-based literacy interventions in low- and middle-income countries.
Galbert et al. (Sat,) studied this question.